Question 3 (Which of the following statements best describes a complex machine?)
Standard: 1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
Question 5 (The Greenhouse was most likely built to solve which of the following problems)
Standard: 2.1 Identify a problem that reflects the need for shelter, storage, or convenience.
Question 7b: (Describe how Electrical Energy changes to another form of energy in each part of the car you identified in part a)
Standard: Physical Sciences 5: Give examples of how energy can be transferred from one form to another.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
In our curriculum, students complete a simple machines unit in Grade 5. Their use of ramps, pulleys, and wheels help them reach standards regarding energy transfer as well as the differences between complex and simple machines.
d. What instructional activities did you use during the last school year to teach your students?
My students completed several engineering design challenges through a combination of efforts between myself and the math teach in my grade. We use concepts in science, as well as math, to provide students the skills they need to tackle challenges such as building a 1-meter cube out of newspapers and tape or building the fastest “bobsled” out of a plastic square and fabric.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Stage 1 Activity: Objective:
Students will learn about the law of Conservation of Energy, and how energy changes forms between Kinetic, Gravitational Potential, and Thermal.
Activity type: Conceptual Knowledge Building- Use a online simulation to observe how energy changes forms with a skateboarder on a ramp Procedural Knowledge Building- Students will answer questions and record results on a Google Doc. Knowledge Expression- Students will answer the final question on a Google Draw document
Instructions:
1) After discussing the law of Conservation of Energy, students will test it out in the skater simulation. We will go over how the simulation works, and point out the different settings they can adjust.
2) After letting students explore the simulation, they will answer questions in the google doc about their findings.
3) Finally, students will draw their own designs in the Google Draw. We will share our work by displaying them at the front of the class, comparing the different findings.
Online component:
Energy Skate Park: Basics (Credit: University of Colorado)
Google Documents
Google Draw
Classroom materials:
Desktop Computers, projector and screen
Assessment:
Students will be assessed based upon their answers in the Google Doc. They will also be assessed based upon their final drawing, and the discussion. Of course, they will also be formative assessments throughout the lesson, based upon their skills working in a group.
Comments:
D. Huddell- Mike, I think your "Energy Skate Park" was quite a find. It seems like the laws it uses for the simulation are very effective in showing CoE, and the way you involved the Google Documents also worked well. I would think about using some type of social media to have the students share their experiences. Twitter or another shared micro-blog could help them all collaborate and share tips and tricks they find.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
1.Determine what forces or motion concept your students will need to know. List these on your teacher page.
Fourth grade students will need to know how to calculate average speed over time. They will also need to be able to use the v=d/t formula to determine distance or time traveled.
2. Select an appropriate Web 2.0 tool that you just learned about. Name it on your page.
Classmarker is a great way to test student knowledge and comprehension either at home, or during instruction if there are computers available.
3. Provide instructions on how students will use the tool to demonstrate their understanding.
Students will take the test at home for homework. Classmaker will make it easy for me to see who completed the homework, and will easily grade it for me. Also, it will save students from having to bring home heavy textbooks, or lose worksheets or notebooks in the travel to and from class.
I think the black box activity can be a great way for students to recognize patterns and similarities among different things. In this lesson, students would consider different forces, and determine if they represent vertical or horizontal forces. This would make a good introductory lesson, for it shows students several common examples of forces and let’s them see how common they are. Students will work in groups to determine what the things on the sides of each box have in common, and think of what might be written on the covered side.
Objective: Students will discuss the relationship of the pictures and words on the Black Box Cube and predict what the covered side might possibly have on it. They will need to determine what all the other pictures/words have in common.
Materials: pencil, paper to record predictions and the black box cube.
Pictures/words for cubes:
1 (Vertical forces): Riding in an Elevator Rocket ship taking off Bungee jumping Free-fall ride Jumping on a Trampoline Sky Diving
2 (Horizontal forces): Sliding into second base Pushing a shopping cart Pulling in Tug of War Kicking off the wall when swimming Throwing a baseball Kicking a soccer ball
The teacher will need to model the activity first, using a black box cube containing different information. The teacher will model figuring out what all the sides have in common, and listing predictions for the final side.
The student’s predictions for the final side, which they should write down, will serve as a great assessment. If they understand what these forces have in common, they should be able to come up with several examples that very well could be on the final side, and hopefully is. Even if it is not the same example the teacher came up with, students should get credit for a response that fits.
Stage 2 Activity:
Objective: Given a ramp and several balls of various size and weight, students will be able to determine how to transfer energy from one ball to another, and which combinations work best.
Standard: Physical Sciences (Grades 3-5) 4. Give examples of how energy can be transferred from one form to another.
Task: Students will see who can make a ball move the farthest, without putting any force on the ball themselves. All materials must start before a line, and the distance from the line will be measured. They will record your results, and explain how energy was transferred.
Materials: Ramp (piece of wood), baseball, golf ball, basketball, wiffle ball, paper ball, lab worksheet, pencils.
Procedure: 1) Students will collect materials and find a work space 2) Students will experiment on how to get a ball to move without putting any force on it themselves (Examples include using the piece of wood as a ramp, rolling one ball into another) 3) Students will measure and record each attempt on lab worksheet 4) Students will describe their best attempt on lab worksheet, identifying where energy came from, and how it got transferred to the ball 5) Class will come together, and each group will showcase how they got their best result
Grouping: Students will work in small groups of three or four for this project.
State Standards: Physical Sciences, Grades 3-5:
4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.
5. Give examples of how energy can be transferred from one form to another.
Lesson Question: How does the law of conservation of energy affect the amount of kinetic and potential energy in a moving object?
Introduction: Hello Web Explorer! Today you will be learning about two forms of energy, Kinetic Energy and Potential Energy. According to the law of Conservation of Energy, energy cannot be created or destroyed, but only change forms. Today, we put that to the test! Follow each part of the tour, and try to find out how this law affects the relationship between kinetic and potential energy!
Task: Using the activities as a guide, you must draw a roller coaster that is physically possible, with labels describing the type of energy at each spot.
Process (include all steps of the lesson procedure -- include instructions for using digital media): 1) First, explore the Anvil Lift Simulation (http://www.visionlearning.com/library/flash_viewer.php?oid=1429). Stop the anvil at all of the following heights, and fill in the chart below in your Science Notebook.
Height
PE
(Potential Energy)
KE
(Kinetic Energy)
Total Energy
(PE + KE)
6m
5m
4m
3m
2m
1m
1mm
Where is the potential energy greatest?
Does the Total Energy ever change?
How can the Potential Energy drop, but the total stay the same?
When the paint bucket is dropped, what happens to all of that potential energy?
Is the final amount of kinetic energy (right as it hits the ground) greater, less than, or equal to the amount of potential energy you had when you first dropped the can?
4) Finally create a coaster on Coaster Creator (http://www.brainpop.com/games/coastercreator/). Use your knowledge of Kinetic and Potential energy to create a coaster that is fun and exciting!
Draw your coaster design in your science notebook, and label the following parts:
- Point with greatest Potential Energy
- Point with greatest Kinetic Energy
- Point where energy was changing from Potential to Kinetic (Note if the speed of your coaster was increasing or decreasing)
- Point where energy was changing from Kinetic to Potential (Note if the speed of your coaster was increasing or decreasing)
Conclusion: Well explorers, what have you learned? Here are some things to remember: - Energy cannot be created or destroyed, only change forms
- As an object falls to earth, it’s potential energy changes to kinetic energy
- As an object slows as it climbs a hill, it’s kinetic energy is changing to potential energy
Assessments: Students will be graded on both their answers to the questions, and their final Roller Coaster drawing
Assessment Rubric
You will be able to…
Strong
Good
Adequate
Inadequate
Weighting
Answer all questions
All answers are correct and in complete sentences
Most answers are correct and in complete sentences
Some answers are correct and in complete sentences
Few answers are correct and in complete sentences
40 Points
Roller Coaster drawing
Roller coaster is designed in creative, accurate way that is physically possible
Roller coaster is creative and physically possible
Roller coaster is physically possible
Roller coaster could not exist based on law of conservation of energy
20 Points
Roller Coaster labels
All four points are labeled accurately and completely
Teacher Notes: This assignment can be completed at home, or in class with a computer. Students could complete this work on their own or in a small group if few computers are available.
Workshop Wiki Page - Michael Curry
Workshop 2 - MCAS Assessments & Curriculum Mapping
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
b. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
Grade 5 Science and Technology /Engineering MCAS
Question 3 (Which of the following statements best describes a complex machine?)
Standard: 1.3 Identify and explain the difference between simple and complex machines, e.g., hand can opener that includes multiple gears, wheel, wedge, gear, and lever.
Question 5 (The Greenhouse was most likely built to solve which of the following problems)
Standard: 2.1 Identify a problem that reflects the need for shelter, storage, or convenience.
Question 7b: (Describe how Electrical Energy changes to another form of energy in each part of the car you identified in part a)
Standard: Physical Sciences 5: Give examples of how energy can be transferred from one form to another.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
In our curriculum, students complete a simple machines unit in Grade 5. Their use of ramps, pulleys, and wheels help them reach standards regarding energy transfer as well as the differences between complex and simple machines.
d. What instructional activities did you use during the last school year to teach your students?
My students completed several engineering design challenges through a combination of efforts between myself and the math teach in my grade. We use concepts in science, as well as math, to provide students the skills they need to tackle challenges such as building a 1-meter cube out of newspapers and tape or building the fastest “bobsled” out of a plastic square and fabric.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -(List three (3) activity types -- one (1) from each category (found in the reading)-- with an Online Resource listed for each)
Stage 1 Activity:
Objective:
Students will learn about the law of Conservation of Energy, and how energy changes forms between Kinetic, Gravitational Potential, and Thermal.
Activity type:
Conceptual Knowledge Building- Use a online simulation to observe how energy changes forms with a skateboarder on a ramp
Procedural Knowledge Building- Students will answer questions and record results on a Google Doc.
Knowledge Expression- Students will answer the final question on a Google Draw document
Instructions:
1) After discussing the law of Conservation of Energy, students will test it out in the skater simulation. We will go over how the simulation works, and point out the different settings they can adjust.
2) After letting students explore the simulation, they will answer questions in the google doc about their findings.
3) Finally, students will draw their own designs in the Google Draw. We will share our work by displaying them at the front of the class, comparing the different findings.
Online component:
Energy Skate Park: Basics (Credit: University of Colorado)
Google Documents
Google Draw
Classroom materials:
Desktop Computers, projector and screen
Assessment:
Students will be assessed based upon their answers in the Google Doc. They will also be assessed based upon their final drawing, and the discussion. Of course, they will also be formative assessments throughout the lesson, based upon their skills working in a group.
Comments:
D. Huddell- Mike, I think your "Energy Skate Park" was quite a find. It seems like the laws it uses for the simulation are very effective in showing CoE, and the way you involved the Google Documents also worked well. I would think about using some type of social media to have the students share their experiences. Twitter or another shared micro-blog could help them all collaborate and share tips and tricks they find.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
1. Determine what forces or motion concept your students will need to know. List these on your teacher page.
Fourth grade students will need to know how to calculate average speed over time. They will also need to be able to use the v=d/t formula to determine distance or time traveled.
2. Select an appropriate Web 2.0 tool that you just learned about. Name it on your page.
Classmarker is a great way to test student knowledge and comprehension either at home, or during instruction if there are computers available.
3. Provide instructions on how students will use the tool to demonstrate their understanding.
Students will take the test at home for homework. Classmaker will make it easy for me to see who completed the homework, and will easily grade it for me. Also, it will save students from having to bring home heavy textbooks, or lose worksheets or notebooks in the travel to and from class.
4. Build the tool or post links to tool.
Here’s my test:
http://www.classmarker.com/online-test/start/?quiz=xjt518866c7a6171
Workshop 6 - Scientific Investigations
Black Box Investigation
I think the black box activity can be a great way for students to recognize patterns and similarities among different things. In this lesson, students would consider different forces, and determine if they represent vertical or horizontal forces. This would make a good introductory lesson, for it shows students several common examples of forces and let’s them see how common they are. Students will work in groups to determine what the things on the sides of each box have in common, and think of what might be written on the covered side.
Objective:
Students will discuss the relationship of the pictures and words on the Black Box Cube and predict what the covered side might possibly have on it. They will need to determine what all the other pictures/words have in common.
Materials: pencil, paper to record predictions and the black box cube.
Pictures/words for cubes:
1 (Vertical forces):
Riding in an Elevator
Rocket ship taking off
Bungee jumping
Free-fall ride
Jumping on a Trampoline
Sky Diving
2 (Horizontal forces):
Sliding into second base
Pushing a shopping cart
Pulling in Tug of War
Kicking off the wall when swimming
Throwing a baseball
Kicking a soccer ball
The teacher will need to model the activity first, using a black box cube containing different information. The teacher will model figuring out what all the sides have in common, and listing predictions for the final side.
The student’s predictions for the final side, which they should write down, will serve as a great assessment. If they understand what these forces have in common, they should be able to come up with several examples that very well could be on the final side, and hopefully is. Even if it is not the same example the teacher came up with, students should get credit for a response that fits.
Stage 2 Activity:
Objective: Given a ramp and several balls of various size and weight, students will be able to determine how to transfer energy from one ball to another, and which combinations work best.
Standard: Physical Sciences (Grades 3-5) 4. Give examples of how energy can be transferred from one form to another.
Task: Students will see who can make a ball move the farthest, without putting any force on the ball themselves. All materials must start before a line, and the distance from the line will be measured. They will record your results, and explain how energy was transferred.
Materials: Ramp (piece of wood), baseball, golf ball, basketball, wiffle ball, paper ball, lab worksheet, pencils.
Procedure:
1) Students will collect materials and find a work space
2) Students will experiment on how to get a ball to move without putting any force on it themselves (Examples include using the piece of wood as a ramp, rolling one ball into another)
3) Students will measure and record each attempt on lab worksheet
4) Students will describe their best attempt on lab worksheet, identifying where energy came from, and how it got transferred to the ball
5) Class will come together, and each group will showcase how they got their best result
Grouping: Students will work in small groups of three or four for this project.
Web 2.0:
Prezi: http://prezi.com/qw3lecnjx5ct/kinetic-and-potential-energy/
Newton’s Cradle Game (to let students experiment more with transferring energy):
http://dagobah.net/flash/newtonsCradle.swf
Workshop 7 - Lesson Plan Template
Lesson Plan
Your name: Mike Curry
Lesson Title: Energy Forms: Potential vs. Kinetic
Grade Level: 4th
State Standards:
Physical Sciences, Grades 3-5:
4. Identify the basic forms of energy (light, sound, heat, electrical, and magnetic). Recognize that energy is the ability to cause motion or create change.
5. Give examples of how energy can be transferred from one form to another.
Lesson Question: How does the law of conservation of energy affect the amount of kinetic and potential energy in a moving object?
Introduction:
Hello Web Explorer!
Today you will be learning about two forms of energy, Kinetic Energy and Potential Energy. According to the law of Conservation of Energy, energy cannot be created or destroyed, but only change forms. Today, we put that to the test! Follow each part of the tour, and try to find out how this law affects the relationship between kinetic and potential energy!
Task: Using the activities as a guide, you must draw a roller coaster that is physically possible, with labels describing the type of energy at each spot.
Process (include all steps of the lesson procedure -- include instructions for using digital media):
1) First, explore the Anvil Lift Simulation (http://www.visionlearning.com/library/flash_viewer.php?oid=1429). Stop the anvil at all of the following heights, and fill in the chart below in your Science Notebook.
(Potential Energy)
(Kinetic Energy)
(PE + KE)
Where is the potential energy greatest?
Does the Total Energy ever change?
How can the Potential Energy drop, but the total stay the same?
2) Next, explore the Energy Skate Park (http://phet.colorado.edu/en/simulation/energy-skate-park). Use the bar graph and observe how the potential and kinetic energy change.
Where does the skater have the greatest potential energy?
Where does the skater have the greatest kinetic energy?
Does the total energy ever change?
3) Now, test out the painter simulation (http://www.classzone.com/books/ml_science_share/vis_sim/mem05_pg69_potential/mem05_pg69_potential.html).
How does the painter first get energy?
When the paint bucket is dropped, what happens to all of that potential energy?
Is the final amount of kinetic energy (right as it hits the ground) greater, less than, or equal to the amount of potential energy you had when you first dropped the can?
4) Finally create a coaster on Coaster Creator (http://www.brainpop.com/games/coastercreator/). Use your knowledge of Kinetic and Potential energy to create a coaster that is fun and exciting!
Draw your coaster design in your science notebook, and label the following parts:
- Point with greatest Potential Energy
- Point with greatest Kinetic Energy
- Point where energy was changing from Potential to Kinetic (Note if the speed of your coaster was increasing or decreasing)
- Point where energy was changing from Kinetic to Potential (Note if the speed of your coaster was increasing or decreasing)
Conclusion: Well explorers, what have you learned? Here are some things to remember:
- Energy cannot be created or destroyed, only change forms
- As an object falls to earth, it’s potential energy changes to kinetic energy
- As an object slows as it climbs a hill, it’s kinetic energy is changing to potential energy
Assessments: Students will be graded on both their answers to the questions, and their final Roller Coaster drawing
Assessment Rubric
Resources:
Science Notebooks
Pencils for each student
Printout with questions and directions
A computer for each student
At least one teacher to monitor student progress
Anvil Drop simulation: http://www.visionlearning.com/library/flash_viewer.php?oid=1429).
Energy Skate Park:
http://phet.colorado.edu/en/simulation/energy-skate-park
Paint Drop simulation:
http://www.classzone.com/books/ml_science_share/vis_sim/mem05_pg69_potential/mem05_pg69_potential.html
Coaster Creator:
http://www.brainpop.com/games/coastercreator/).
Teacher Notes: This assignment can be completed at home, or in class with a computer. Students could complete this work on their own or in a small group if few computers are available.